Consistency of Pupil Response on Tests of Reading Comprehension

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The Elementary School Journal


As a part of a larger investigation carried on by the writer at the University of Iowa in 1931, an attempt was made to determine whether pupils are consistent in their responses to test items de- signed to determine their understanding of ideas found in the reading context. The point at issue is: If a test includes only one question regarding an idea found in the reading context, does the response to that one question represent a true picture of the pupil's understanding of the idea expressed in words in the reading context? Is it possible that a pupil will respond in one way to a particular question about an item in the reading context and, when confronted with another question regarding the same item, answer in a different way?

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